Following Their Every Move: An Investigation of Social-Class Differences in College Pathways.
As more Americans enter college than ever before, their pathways through the broadly differentiated higher education system are changing. Movement in, out, and among institutions now characterizes students' attendance patterns—half of all undergraduates who begin at a four-year institution go on to...
| Publicado en: | Sociology of Education Vol. 79; no. 1; pp. 61 - 80 |
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| Formato: | Artículo |
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Sage Publications Inc.
Jan2006
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=19968237&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 19968237 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00380407 SOO jtl: Sociology of Education issn: 00380407 maglogo: Y pubinfo: dt: Jan2006 vid: 79 iid: 1 pid: 344 pub: Sage Publications Inc. artinfo: ui: 19968237 10.1177/003804070607900104 ppf: 61 ppct: 19 formats: tig: atl: Following Their Every Move: An Investigation of Social-Class Differences in College Pathways. aug: au: Goldrick-Rab, Sara affil: University of Wisconsin—Madison su: Social classes Class differences Social stratification Universities & colleges Higher education Socioeconomics Social policy College students sug: subj: Social classes Class differences Social stratification Universities & colleges Higher education Socioeconomics Social policy College students keyword: Special Needs and Programs ab: As more Americans enter college than ever before, their pathways through the broadly differentiated higher education system are changing. Movement in, out, and among institutions now characterizes students' attendance patterns—half of all undergraduates who begin at a four-year institution go on to attend at least one other college, and over one-third take some time off from college after their initial enrollment. This study investigated whether there is social-class variation in these patterns, with advantaged and disadvantaged students responding to new postsecondary choices by engaging in different pathways. National longitudinal data from postsecondary transcripts were used to follow students across schools and to examine the importance of family background and high school preparation in predicting forms of college attendance. The results demonstrate that students from lower socioeconomic backgrounds are more likely than are economically advantaged students (net of prior academic preparation) to follow pathways that are characterized by interrupted movement. Such pathways appear to be less effective routes to the timely completion of degrees. Thus, differences in how students attend college represent an additional layer of stratification in higher education. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2006 holdings: @attributes: islocal: N |
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